La evaluación formativa como alternativa para la enseñanza de la lengua escrita en grado primero

Abstract

Abstract: This research was born from the intention of favoring the teaching of writing in first grade in the IED Province of Quebec, located south-east of Bogotá. The objective´s research was to establish how, from the Formative Evaluation, the acquisition of written language can be favored. For this, writing was assumed as an advanced psychological process and discursive activity, and from this perspective it was learned in processes of interaction and in a contextualized manner. The didactic proposal was raised from the Pedagogy By Projects, in which the Classroom Project specified the development of four Specific Skills Construction Projects. The analysis and systematization made it possible to demonstrate the importance of assuming the Formative Evaluation in the practices of written production, thus allowing students to reflect on planning and production, and recognizing strengths and weaknesses.